Prison & Reading

Basic skills education

Education achievements are measured nationally within the Prison Service by Key Performance Indicators. These targets were significantly exceeded in 2003. Prisoners achieved 41 313 basic skills awards compared to the target of 28 800. But is this enough?

In my opinion, one of the priorities of prison education is to support the principle of lifelong learning. An essential requirement of this is to provide reliable and appropriate information, advice and guidance for all prisoners in custody so that they can make informed and realistic choices. Lifelong learning suggests that learning is continuous. Basic skills provide the foundation for lifelong learning but need to be followed by learning opportunities that offer progression - both in depth and breadth.

Education and work within a prison must match the current needs of the labour market. All activity that takes place in a prison is now viewed as an opportunity to learn new skills supported by a range of educational initiatives. Trainers and educators work together to ensure that the acquisition of skills is not delivered without an appropriate level of literacy and numeracy.

The prison environment

Prison is full of people who have not achieved in mainstream provision. The current prison education programmes are designed to meet both the learning styles and needs of each prisoner. Education now takes place in workshops, training courses, accommodation wings, gymnasiums and kitchens. Teachers are not classroom-based, meaning that learning resources must also be available in other departments or easily transportable. The challenge not only for education but also the prison as a whole is to dramatically increase the quality and quantity of education provision in prisons. A key area is to improve systems which monitor the participation of under-represented groups.

Basic skills screening and initial assessment tools have been introduced to accurately identify need and level. Diagnostic assessment materials are increasingly available through information technology to identify a detailed profile of skills and weaknesses. Tutors need to be confident in their own assessment skills. Providing them with training on assessment does not necessarily make them competent. Training must involve the 'why, how and when?' It must include

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